Supporting student change: Embedding new routines

Most of the time, a change in our practice as teachers necessitates a change in our students’ habits and routines.

Diagnosis

  1. What routines do you have in place in your classroom?
  2. What challenges introducing and embedding routines, do you face?

Evidence

In the classrooms I visit, I see teachers try, to varying degrees of success, to embed a whole variety of routines, including:

Routines for phases of the lesson:

  • Entry to class
  • Do Now
  • Modelling
  • Independent practice
  • Reviewing answers
  • Exit from class

Routines for the means of participation:

  • Cold Call
  • Mini-whiteboards
  • Voting systems
  • Turn and Talk
  • Group work
  • Think, Pair, Share

General routines:

  • Enacting the behaviour system
  • Giving instructions
  • Wait time
  • S.L.A.N.T.
  • The transition between lesson phases
  • Words and phrases to avoid

If changing the practice of one fully grown adult is tough, then changing the habits and routines of 30 adolescents is something nightmares are made of. Time and again, I have seen teachers’ good intentions to make a change fall apart due to their students’ inability to adapt to those changes.

Solution steps

Why do we need routines?

A habit is the impulse to do a behaviour with little or no conscious thought. Put a sequence of habits together, and you have yourself a routine.

Look at this routine for answering diagnostic questions, enacted by science teacher Pritesh Raichara and his class:

You can listen to my conversation with Pritesh here.

Routines like this are important for five reasons:

  1. They save time – a slick routine can mean a 2-minute task is boxed off in 30 seconds
  2. They save attention – working memory capacity is limited, so automated routines that require little to no conscious thought free up that capacity to allow students to think about the stuff that matters
  3. They allow teachers to be more present and responsive – the less time and attention we have to give to a routine, the more time and attention we can give to the students in front of us
  4. They can instil a sense of belonging – when carried out successfully over a long period, routines can become something that we as a class do together, and that we are incredibly proud of
  5. They can help students feel safe – a predictable classroom, where students know what to expect and what is expected of them, can be a safe classroom where they can thrive

But aren’t routines boring, I hear you say? Isn’t variety the spice of life? Maybe. But the time and attention good routines save can enrich the learning experiences, and hence the lives, of the students we teach.

The EAST framework

My favourite structure for supporting the embedding of routines is the EAST framework from the Behavioural Insights Team. You can access the original paper here.

The EAST framework combines psychology and behavioural economics to make habits easier and more appealing to maintain. The four components are:

  1. Easy
  2. Attractive
  3. Social
  4. Timely

Let’s take a deep dive into each of these components, first using examples from outside of the school environment to build our understanding, and then examine how we can apply the EAST framework to embed three routines in our classroom:

  1. Entry to the classroom
  2. Using mini-whiteboards
  3. Handing in books

1. Make it Easy

Make the behaviour or habit easy to adopt. This involves reducing friction, simplifying steps, or removing barriers that might prevent people from starting or continuing with the behaviour.

Examples from outside the classroom

  1. Keeping healthy snacks visible or making it easier to access necessary tools can encourage healthier eating or productivity habits.
  2. Pension defaults:

Entry to the classroom

  1. Clear Pathway: Arrange the entry space so students know exactly where to line up, and keep it free of obstacles to ensure a smooth flow.
  2. Visual Cues: Use floor markings, posters, or signs near the door to show students where to stand or which direction to take once inside. A visual checklist on the door or wall can remind students of entry expectations (e.g., “Enter quietly, take out materials, find your seat”).
  3. Consistent Language: Use the same simple, clear phrase to signal orderly entry, such as “Find your calm” or “Start with focus,” so students know exactly what to do each time.

Using mini-whiteboards

  1. Lower the content demands initially: Students have limited attention. When developing a routine, we want as much of that attention as possible to be focused on the steps of the routine. Therefore, start with easy mini-whiteboard tasks, such as asking students to write their names or favourite food, before asking them to solve complex problems.
  2. Accessibility: Ensure each student has a mini whiteboard, pen, and rubber within easy reach. You might have a designated space on their desks for these items or assign a monitor to distribute and collect them quickly.
  3. Streamline Instructions: Provide clear, simple instructions about when and how to use the whiteboards. Turn these into Call and Respond statements that the students can repeat, such as: Hover boards, 3, 2, 1
  4. Make the instructions visible: Verbal information is transient, so it is important to have the steps of the routine visible and available, especially in the first few lessons, so students have a point of reference.
  5. Model the steps of the routine: Provide an example of excellence, either from yourself or another student, so students know exactly what is expected of them.
  6. Practice the Routine: Spend a few minutes in the first few lessons practising the routine until it becomes second nature.

Handing in books

  1. Clear Collection Point: Designate a specific spot in the classroom (like a table or shelf near the door) for students to place their books, reducing crowding or confusion about where to go.
  2. Labelled Drop-off Areas: To streamline the process, organize the collection area with clearly labelled trays or shelves, perhaps grouped by rows, table groups, or subjects. This will help students find where their books go.
  3. Exit Cues: Use a specific phrase or signal, like “Books in, ready to go!” to remind students when it is time to bring their books up. A short list of instructions on the board, like “Check your work is complete, then place your book in the tray,” can also provide helpful guidance.

2. Make it Attractive

Make the behaviour appealing. This might involve using incentives, highlighting the benefits, or making the habit feel rewarding or enjoyable.

Examples from outside the classroom

  1. Using a visually appealing app or attractive rewards can make tracking habits or fitness progress more appealing
  2. Giving a day’s salary:

Entry to the classroom

  1. Positive Reinforcement: RecogniSe students who enter calmly, either with a quiet word of praise, a thumbs-up, or by awarding a “calm start” point for the class. This creates positive associations with following the routine.
  2. Mood-setting Atmosphere: Play soft background music or display a calm visual on the board to create a welcoming atmosphere. This can make the orderly entry feel pleasant and appealing, encouraging students to come in calmly to match the tone.
  3. Incentives for Success: Track how many days in a row the class can start in an orderly way. Consider adding a small reward or a fun activity for meeting a certain number of calm starts, like “10 calm entries in a row” leading to an extra 5-minute activity.

Using mini-whiteboards

  1. Gamify the Experience: Use the whiteboards for quick, interactive activities like quizzes, drawing challenges, or brainstorming, making the experience enjoyable and engaging.
  2. Immediate Feedback: Give praise or instant feedback when students use their whiteboards well. For example, you could say, “I love how quickly everyone got their ideas down on their boards!”
  3. Visual Appeal: Decorate the whiteboards or use colorful pens occasionally to make using them feel special. Small things, like stickers or mini stamps, can make students look forward to using their boards

Handing in books

  1. Quick Recognition: Acknowledge students or the class for an orderly hand-in. A quick thank-you or positive comment like “Great job keeping it organized!” reinforces the routine.
  2. Point or Reward System: Consider adding a small incentive for meeting the routine, such as earning a point toward a class reward or a fun activity for consistent orderly hand-ins over time. This adds a motivating element.
  3. Encouraging Closure: Display a fun fact, riddle, or “question of the day” near the hand-in area to make the routine feel more engaging as they close the lesson. This can create a positive association with ending the lesson calmly and handing in their work

3. Make it Social

Harness social influence. People are often more likely to adopt a habit if they see others doing it or if it aligns with social norms.

Examples from outside the classroom

  1. Making commitments publicly or encouraging friends or family to join in when trying to build a weekly running habit
  2. Encouraging charitable donations in wills:

Entry to the classroom

  1. Peer Role Models: Identify a few students as “entry leaders” for the week to model the calm entry routine. Rotate these roles so each student has a chance to lead by example.
  2. Class Agreements: Work with the students to create a shared agreement about the entry routine, reinforcing that this is a class-wide expectation. For example, “In our class, we all come in calmly and respectfully.”
  3. Praise Group Efforts: Give positive feedback to the whole class for meeting the entry expectations. Statements like, “I noticed how focused everyone was as you came in,” build a sense of collective achievement.

Using mini-whiteboards

  1. Peer Demonstrations: Have a few students demonstrate the “ideal” way of setting up and using their whiteboards. This sets an example and shows others how to succeed.
  2. Team Activities: Incorporate partner or group work where students need to use their whiteboards together. This encourages students to keep up with their peers and learn from each other’s ideas and responses.
  3. Create a Social Norm: Reinforce the idea that using whiteboards is part of the classroom routine, perhaps by saying, “In our class, we always have our whiteboards ready for learning.”

Handing in books

  1. Role Models: Identify students to serve as “book monitors” or “table captains” who can model and guide others through the hand-in routine. Rotate these roles weekly so students have a chance to lead.
  2. Class Norms: Reinforce the expectation as a collective class standard, with statements like “In our class, we always finish by handing in our work in an orderly way.” This encourages students to support each other in meeting expectations.
  3. Celebrating Success Together: Acknowledge the whole class for a successful hand-in, like, “I noticed how everyone handed in their books calmly today—great teamwork!” Positive feedback can reinforce the sense of shared responsibility.

4. Make it Timely

Prompt people at the right moment. Timing matters in forming habits, and timely reminders or nudges can make people more receptive to change.

Examples from outside the classroom

  1. A reminder to take a break at work or a nudge to exercise after sitting for a long period can reinforce positive habits.
  2. Timing text messages to improve the payment of fines

Entry to the classroom

  1. Pre-entry Reminders: Before students arrive at the door, give a brief reminder about entering calmly, especially if it’s the start of a new day or after a transition period. This sets expectations before they enter the room.
  2. Set Entry Routine Anchors: Use specific cues to signal the start of the entry routine, like a particular bell tone or hand signal, so students know when it’s time to line up and begin entering calmly.
  3. Routine Review: Take a moment each week to review or reflect on the routine with students, emphasizing how an orderly entry contributes to a positive learning environment. Briefly revisit this after breaks to reinforce expectations.

Using mini-whiteboards

  1. Pre-lesson Reminders: Start each lesson with a quick reminder to get their whiteboards ready. A visual cue on the board, like a small icon, can remind them without needing a verbal prompt each time.
  2. Routine Cues: Link whiteboard use to specific times or activities within the lesson, like warm-up questions or quick checks for understanding. This way, students automatically prepare their boards when they see or hear the cue.
  3. End-of-lesson Check: Include a final mini whiteboard check, like “Show me your understanding” as a quick summary of the lesson’s key points. This creates closure and reinforces using the whiteboards as a learning tool.

Handing in books

  1. 5-Minute Warning: Give students a 5-minute “wrap-up” warning before the end of the lesson to finish any last details and prepare their books for hand-in. A visible timer on the board can help manage this transition.
  2. End-of-Lesson Routine Cue: Use a specific signal, such as a bell or a visual cue, to signal it’s time for the hand-in routine. Pair it with instructions like “Books in the tray, then line up” so students know exactly what to do.
  3. Weekly Review: Spend a few moments weekly discussing the routine, emphasizing how an orderly hand-in helps everyone transition smoothly to the next activity or lesson. This can reinforce the importance of the habit and give students a chance to reflect.

Want to know more?

These books are all fantastic at looking at practical ways to develop classroom habits and routines:

  1. Habits of Success by Harry Fletcher-Wood
  2. Motivated Teaching by Peps Mccrea
  3. Atomic Habits by James Clear

Implementation planning

Think of a routine you would like to embed in your classroom. Write down some concrete steps you will take to make that routine:

  1. Easy
  2. Attractive
  3. Social
  4. Timely